Context Analysis Facilitators

Deliverable 3.2:
CONTEXT ANALYSIS
Part 2: Facilitators
Coordinated by D-O-T
Based on interviews to facilitators carried out in each
country by ICTD Bulgaria (BG), Technical University of
Dortmund (DE), Fundación Esplai (ES), ARCI (IT), PCYF
(PL), Reflective Learning (UK+IT)

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TABLE OF CONTENT
Preface....................................................................................................... 3
1. Facilitator’s profile ............................................................................... 4
The key role of Facilitators............................................................................................ 4
Facilitators by country .................................................................................................. 4
Age and sex................................................................................................................... 5
Professional experience relevant for the project ......................................................... 5
Legal relationship within the organization ................................................................... 6
Years worked with YOUTH and ELDERLY ...................................................................... 6
2. Facilitator’s engagement...................................................................... 8
Support from the LSO vs. support requested by Facilitators ....................................... 9
Facilitators expectations regarding eScouts project .................................................... 9
Facilitators already identified to participate / availability.......................................... 10
3. Skills and background......................................................................... 11
Facilitators’ level of education.................................................................................... 11
Facilitators level of ICT competences ......................................................................... 12
Complementary information regarding Facilitators’ education................................. 13
About methodologies ................................................................................................. 13
Previous facilitation/training experience ................................................................... 13
Leadership................................................................................................................... 14
Community engagement ............................................................................................ 14
4. Additional issues........................................................................15
5. Summarising the facilitator’s profile .............................................15

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Preface
In coherence with the project objectives, this cross-country context analysis is
aimed to provide systemised information from the field (at local level) to
facilitate a further realistic implementation of the pilot phase where the
intergenerational exchange will take place. Knowing better the particularities of
each national context (pilot area), the partnership will be able to design, plan
and carry on the different training activities described in the Intergenerational
Learning Circle duly adapted and contextualized to each country, thus
incrementing guarantees of success.
The context analysis is presented in four parts. Part 1 is devoted to those
Intermediaries who were identified as potential field actors by the project
partners - the organizations that are active in the provision of social services to
disadvantaged people, particularly to youngsters or elders-, i.e. Local
Stakeholder Organisations (LSO) which manifested an interest to participate in
the Pilot activities and to further exploit the results of this project. Part 2 (THIS
ONE) presents the needs and opinions of the professionals or volunteers who are
in direct contact with those target groups, the so-called Facilitators who group a
range of socio-digital profiles. Parts 3 and 4 reflect the voices of the final
beneficiaries of the planned activity (i.e. the elderly and the youth), captured
through a survey, which is analysed comparatively across participating
countries.
To carry out this research, D-O-T designed interview questionnaires and online
surveys for the data collection of all the key actors identified, as well as the
templates to gather and report this information in each country. The six
partners involved in pilot activities interviewed the LSOs and their Facilitators
following the pre-established plot, then uploading the individual interviews as
well as their national reporting templates to the project’s collaboration platform
(http://platform.e-scouts.eu). The overall quality was duly verified by L’apis.
As a first “taste” of the first two parts of the cross-country analysis, their
preliminary results were presented and discussed during a partnership meeting
celebrated in Dortmund, July 2011. This document already incorporates the
feedback provided by project partners there, enriching its findings and
conclusions.

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1. Facilitator’s profile
The key role of Facilitators
Facilitators participating in this project will play the most relevant role since they
are involved in all the different stages of the training cycle and they act as a link
and mediators of the whole process. Yet in the kick off meeting, the whole
partnership became aware of the key position of this actor of the project.
They start being trained and prepared (module 1) to be able to become
teachers/facilitators for the youth (module 2) and the elderly (module 4), and on
top of that, they will monitor and follow up both groups when developing their
training activity (youth to elderly module 3) and the mentoring (module 5).1
Indeed, doing a good selection of the Facilitators’ team (2 Facilitators per
country) is an important step to be done by the partners, and this document is
expected to facilitate that selection. But the main purpose of this analysis is to
investigate and gather information about the Facilitators profile, their strong
and weak points, and their needs and interests. By taking care of their
training/experience gaps and satisfying their motivations, the partnership
expects to reduce the risk of drop out as much as possible while maintaining
them engaged and collaborating along the project’s evolution.
Facilitators by country
At the beginning of the questionnaires, administrated to a selection of professionals in
each country (from 2 to 5), personal information was required even maintaining
anonymity.
The total number of Facilitators interviewed is 19, which doesn’t mean that all of them
will be selected to join the project (the target number is 2 by country, 12 in total)
By country, there were interviewed:
Bulgaria (BG): 3 Facilitators
Italy (IT): 4 Facilitators
Germany (DE): 2 Facilitators
Poland (PL): 3 Facilitators
Spain (ES): 2 Facilitators
1
To know more about the training cycle, please check the Deliverable 3.4 – Strategic and Operative
plan.

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United Kingdom + Italy (Reflexive Learning is based in UK but operates in both
countries): 5 Facilitators
Age and sex
Professionals involved in jobs where ICT is one of the basic skills or a transversal
competence are usually youth compared to other professions. Indeed, the average age
of the interviewees is 32 years. The figures from the table below provide evidence of
this:
Country Single ages - Average age of Facilitators
BG 34, 34, 21 - 30 years
IT 32, 22, 28, 37 – 30 years
DE 41, 33 – 37 years
PL 28, 31, 29 – 29 years
ES 25, 27 – 26 years
UK-IT (RL) 52, 40, 32, 37, 32 – 39 years
Regarding gender considerations, these are relevant in social activities in general, and
sometimes a delicate issue especially for certain ages. Having both males and females
represented in a similar proportion enrich the facilitation and educative models of
intervention. But in the group of interviewed professionals, there is a high
predominance of women (more than 70%). This proportion, unluckily, is quite usual in
social sector activities.
In order to reduce this disproportion, partners are encouraged to look for a gender
balance when making the final selection of Facilitators (ideally, one male and one
female by country).
Professional experience relevant for the project
Understanding in advance the professional background of potential eScouts
Facilitators allows planning training activities to address their detected learning gaps,
appropriately shaping the practical approach/content of the different modules
(especially module 1).
Here in the graphic below, there is a comparison between the years Facilitators have
been working in the sector and the years they have been working for their current
employing organization.

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Average figures for Facilitators working at the organization = 4 years
Average figures for Facilitators working in the eInclusion sector = 7 years
Despite the deviation introduced by Facilitators identified as UK-IT1 and UK-IT2, in general the
Facilitators sample count on a wide experience in the sector (more than 7 years), especially
considering their relatively young age (32 years old). In addition, and as it is seen later in the
analysis, most of them have University studies, which make us supposing that they have been
studying until an advanced age, so their professional life may have started comparatively late.
Moreover, the average of years working at the same organization shown in the graphic is quite
high as well, concretely taking in consideration the high mobility in the sector, an issue that
many social organizations usually need to deal with.
These considerations lead us to the presumption that eScouts will count with well-formed and
socially-engaged facilitators. In all countries except Poland there is at least one well
experienced Facilitator. This envisages a good starting point but it is important to highlight that
close monitoring to the Polish facilitation team could be needed.
Legal relationship within the organization
The legal relationship within the organization is mostly as employee (94%) which
facilitates the engagement and continuity of the Facilitators within the eScouts
project’s life and the future sustainability of its outcomes in beneficiary organisations.
Years worked with YOUTH and ELDERLY
As professionals of the social field, all the Facilitators are expected to be aware of the
importance of knowing the particularities of each age group, their typical behaviours

7
and dynamics. So that, the years that each professional have been working with each
target group are shown in the graphic below:
Averages:
Years that Facilitators have been working with Youth: 4,6
Years that Facilitators have been working with Elderly: 2,7
This means a gap of almost 2 years of experience between target groups. Moreover,
almost half the facilitators have never worked with Elderly (42%). This lack of
experience working with the Elderly should be taken in consideration when preparing
the content for the Module 1, the training for the Facilitators.
Going through countries, it is observed that Italian and German facilitators have
low/zero experience working with groups of elderly –this is pointed out as a risky issue
to pay attention to, especially for the training and for the monitoring during the pilot.
Polish facilitators count with low experience working with any of both groups, which
might require devoted support.
Some others in other countries have no experience as well but at least a member of
the national team has, which could help to assure close advising during the process.
Additionally, working on a voluntary basis (which is many times the case of
inexperienced collaborators) was pointed out as a risky situation by Bulgarian partner.

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2. Facilitator’s engagement
Only knowing Facilitators’ interests the partnership can maintain them engaged
enough to carry the whole activity of the learning circle. Accordingly to
comments extracted from the national reports, the main aspects of the project
that got more interest from the Facilitators are:
 Intergenerational exchange: Intergenerational encounter (IT) To bring youth and
elderly into contact (DE), Cooperation youth – adults (PL) - Closing the circle (the
adults feedback afterwards) and the intergenerational space (ES) - the
‘intergenerational’ issue (UK and IT-RL)
 ICT as a tool: The use of new technologies to start a new path (IT) - ICT training (PL)
 eInclusion focused: The challenge for our society to be “eInclusive” (IT)
 Trans-national/cultural collaboration: International cooperation (PL) – Sharing the
experience with people from other countries (ES) – to be in a new partnership (DE)
 Joy: Happy with the initiative (BG)
 Making the Conecta Joven project grow in their territories and in Europe, as they
have seen the results and effects in their communities (ES)
 The opportunity to have access to new methodologies and experiences (UK and IT-
RL)
From Facilitators perspective, the most delicate steps of the project (together
with some solutions they suggest) are:
-Travel across country (facilitators and participants) and timeline (BG)
-The cultural and technological divide between elderly and young people. To
overcome this challenge we need a common project that could interest both
groups, to lead them to work together in a friendly and cooperative way. (IT)
-The coordination of youth and elderly work due to different daily rhythms and
schedules of those groups. – Suggested solution: meeting sessions should be
frequent but not too long – max. 2 hours (PL)
-Problems in fitting the projects into different activities within LSO regular work –
Suggested solution: discussion with LSO management about the project and signing
official letter of cooperation, e.g. between Mediateka and PCYF (PL)
-Training course and own organization support. Suggested solution: need to negotiate
and plan each steps and overall scheduling with them. (UK and IT-RL)

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-The difficulty to have access (and retention) to the two target groups, especially the
elderly. Suggested solutions: possibility to activate a wide network for their
recruitment (UK and IT-RL); find how to motivate the youth (DE)
-The need of more and concrete information about the project process and about their
concrete role (ES)
Support from the LSO vs. support requested by Facilitators
To anticipate some difficulties and find a solution at its earliest moment, Facilitators
were asked for the resources they think the organization could offer/provide, and the
needs they could have along the project. See the table below:
Country Available resources Needs
BG - NS/NC - Funds for travel
IT - Tech support + experience - Economic + technical
support
DE - All resources needed for the
project can be provided.
- They count on the
organization support
PL - Equipment, rooms - Training rooms
- Promotional
materials*
- Lending equipment
ES - Support in general – Exception:
money
- Economic support
UK – IT
(RL)
- Contractual agreement - Economic and time
allocation
(*) ARCI, as the partner responsible for the Dissemination activity, is in charge of creating a
detailed flyer (general + localized information) to be delivered in order to gather participants
for the project.
Facilitators expectations regarding eScouts project
Expectations that fall out of the project idea and its possibilities can create
misunderstanding and loose of motivation, which would directly affect the project’s
success. The most frequently mentioned expectations are summarized below:
- Professional experience [personal & professional development in different
social contexts – ES, Professional development – UK-IT (RL)]
- Intergenerational learning facilitation [improve skills as facilitators on
intergenerational encounter – IT, involvement on intergenerational training
schemes – PL]
Other expectations include:

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- Acquire basis for research and publication – UK-IT (RL)
- Networking - UK-IT (RL)
- Broadening of own projects (Conecta Joven – ES, Mediateka – PL)
- Favouring social interaction – IT
Facilitators already identified to participate / availability
All partners have already identified a sufficient number of potential candidates to
become eScouts facilitators in each country. In some cases comments regarding their
involvement and needs were provided:
COUNTRY Facilitator/s Comments*
BG 2 No comments
IT 2 No comments
DE 2 - The two surveyed seems to be really motivated
PL 2 - From Aug11 – June12 (if get paid).
- Good understanding of the general idea.
- High motivation.
ES 2 - High motivation
- Good background/experience (Conecta Joven
project or “CJ”)
- Need more information – concrete picture
UK – IT (RL) 3 - They depend on the organization’s availability
- High motivation
- They need a clearer picture of the project
(*) Green, yellow and red colours indicate positive, neutral and negative aspects respectively
The facilitators who would attend the initial training are now easily identifiable and
could be confirmed really soon. To do so, a document to “formalize” the engagement
within the project will be draft and circulated by Fundación Esplai among the partners.

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3. Skills and background
As it was mentioned before, the purpose of this analysis is to investigate the
Facilitators profile and educational background with a view to extract relevant
information for the partners for a tailored design of Facilitators training
workshop (module 1) and adequate further monitoring and follow up.
Facilitators’ level of education
As it is shown in the graphic below, the level of studies of the interviewed Facilitators
is on average high (13 out of 19 have University studies, which represents more than
65% of the total). Some of them obtained vocational diplomas, while others attended
non formal education (this would be the case of the Germans).
It is important to highlight that a training curriculum that addresses directly training
needs and competences required to become a Facilitator does not formally exist in any
of the participating countries, since this implies teaching an extensive range of
domains (technical, pedagogical, social, organizational, etc) and on the other hand
there is no such a professional qualification in the domain of recognized yet in the
participating countries.2
For this reason, the interviewed professionals have usually got
studies which partially cover some of the fields touched by the Facilitators role but not
2
In another ongoing project called VET4e-I (Leonardo da Vinci) a deeper research regarding “eFacilitator
for social inclusion” vocational training and recognition in Europe was carried out. According to it,
Fundación Esplai’s (non formal) training curriculum for eFacilitators is the closer example to what such a
comprehensive training offer for Facilitators should be. For more information see www.efacilitator.eu

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all of them, complementing their skills and knowledge with non formal training and/or
working experience in the field.
Facilitators level of ICT competences
In this project ICT is the main vehicle, the main tool chosen to become the link
between the two generations - the elderly and the youth. In other words, ICT is
supposed to enable and stimulate the interest to exchange life experiences and advice
of different kinds through Internet. For the Facilitators it is important to handle ICT
with enough confidence as to be able to lead the groups along the different stages of
the training cycle.
The overall level of ICT of the interviewed Facilitators (over 73%) is intermediate,
which seems to be adequate enough for their needs as intergenerational learning
developers, either to transmit content or to promote online participation in the
different training steps.
Nonetheless, some of the partners should pay special attention to this potential gap in
order to make their Facilitators feel comfortable when preparing and conducting the
Youth and Elderly training sessions. In particular, In particular, it is recommended to RL
(UK-IT) and ARCI (IT) to help their selected facilitators improving their technical
knowledge before Module 1 workshop is delivered next October in Barcelona, for
example making them accessing to and going through introductory material and
resources, and to the facilitator’s trainers to be ready to solve ICT-related questions
and doubts during the workshop.

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Complementary information regarding Facilitators’ education
Since there is no formal education to become a Facilitator, it is especially relevant to
investigate other studies and courses they could have attended, as important elements
to take into account in the selection of those participating from the Pilot.
In this sense, more than the 70% of the Facilitators interviewed have social
background, which could mean good target groups facilitation, adequate
communication skills, easy understanding of educational and inclusive approaches
promoted by the project. On the contrary, this could also imply the need to pay a
special attention to their technical knowledge and skills (as mentioned before when
analyzing their ICT level).
Even if almost all of them informed having received additional training, it is important
to highlight those specific skills of some of the Facilitators that can contribute to the
whole group improvement/enrichment. These identified skills are:
- Mentoring training (IT)
- Moodle (ES & IT)
- Education/animation for leisure time (ES)
About methodologies
Almost all of the interviewed Facilitators have been involved in jobs demanding
knowledge of methodological approaches to deal with group activities, as it is shown in
the table below:
COUNTRY Methodological knowledge mentioned
BG Good knowledge of learning methodologies
DE Good knowledge of learning methodologies but not from a formal reflection.
IT Good knowledge of learning methodologies
PL Good knowledge of learning methodologies but not the ones that will be
applied in this project.
ES Deep knowledge of CSL and other learning methodologies. Not in PAAR.
UK-IT (RL) 2 out of 5 have a good knowledge of different learning methodologies.
3 out of 5 are considered beginners.
Previous facilitation/training experience
 Facilitators with Facilitation experience: 100%
 Facilitators with Training experience: almost 85% of the facilitators have
played a training role in previous professional activities (one from IT and the
two from DE are the unique exceptions).

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These figures are really important for assuring a succeeding pilot phase. Facilitator’s
background makes presuppose an adequate and useful understanding of the project’s
methodology and criteria in view of the implementation phase.
Leadership
In this project a facilitator is understood as a group leader, a moderator rather than a
teacher on formal education, somebody who creates trust among youth and elderly,
coaches them when necessary and get them motivated enough as to successfully
follow the planned sessions.
According to the different national reports, the most significant skills such a leader
should have are:
- Communication skills; friendly atmosphere generation, active listening, social skills to
facilitate the interaction, English speaking [IT, DE, UK-IT (RL), ES, PL]
- Objective oriented/directed; capacity of driving the group to concrete goals, focused
on results [IT, PL]
- Problem-solving skills; group facilitation/moderation [IT, ES]
- Others:
o Commitment [BG]
o Professionalism [BG]
o Trustworthy / trust builder [BG, DE]
o Creativity [ES]
Additionally, flexibility and adaptation skills were not directly identified in the
interviews but will be indispensable due to the kind of activity facilitators will carry on.
Community engagement
Being in contact with other entities and having collaborated in other projects that
imply community development would provide a wider vision and approach of the
target groups necessities and real interests. This is why it is considered important to
know professionals’ engagement in local community development.
COUNTRY Knowledge of the local area (collaboration within other entities, projects…)
BG Facilitators have been involved in projects in collaboration with other
entities
DE No reflected
IT Facilitators have been involved in projects in collaboration with other
entities
PL There are organizations working with youth and elderly already identified
and motivated to get involved and participate.
ES Due to Conecta Joven project the Facilitators have a deep knowledge of the
involved LSOs belonging to different sectors (public administration, NGOs,
associations), which are potential participants for the eScouts project

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UK-IT (RL) Medium to high knowledge of local organizations:
UK: better managing issues related to methodology and target groups
IT: better knowledge of the local context
Overall speaking, many of the Facilitators have been involved in different kinds of
initiatives, meaning that they are familiar with the organizations that operate in the
area and their different working styles.
4. Additional issues
A number of other critical aspects were specifically reported by partners:
- Strict and adjusted timeline can be difficult to manage (BG)
- Some potential risks are envisaged in relation to: (IT)
1. Inadequate elderly facilitation, due to lack of experience
2. Difficulties to maintain the youth motivated and engaged during the last
phase of the learning cycle (elderly mentoring the youth)
- Specific information is demanded by Facilitators regarding: (PL)
o The training in BCN
o Content of the training for Youth/Elderly
o Youth/elderly cooperation
- To support the less experienced Facilitators, an expert would monitor them
(probably travelling to understand the local particularities for a tailored advise)
(UK -IT RL)
5. Summarising the facilitator’s profile
For an easy visualisation, a Facilitator’s typical profile can be drafted on the
basis of the average characteristics of this sample. However, this is not meant to
be a model to be imitated and replicated in each country; all the contrary, a
diversity of backgrounds, ages and experiences among the group of Facilitators
is encouraged as it will surely enrich the experimentation foreseen in the project.

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Facilitator’s standard profile
- 32 years old - Woman (mostly)
- Years working in the sector > 7 - Years working at the organization > 4
- Experience with youth > 4 - Experience with elderly > 2
42% have no experience with elderly at all (mainly in DE, IT)
Others have low experience with both groups (PL)
94% of them have a fixed contract as employee
- Main interest to join eScouts: intergenerational exchange
- Main difficulty envisaged: cultural & technological divides between both target
groups
- Principal need/requirement (to be solved): economical support
(Even when almost all of them are employees)
- Educational background:
o University (>65%) - Intermediate ICT level (73%)
- Social background (70%)
- Professional experience:
o As facilitators: 100% - As teachers: 85%
- Most valued skills as leaders:
+ Communication + Objective oriented + Problem solving skills

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